Teaching Lab Lafayette Parish, LA Report

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 40 educators who completed the diagnostic survey, 12 educators who completed the follow-up survey, and 5 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 71% 86% 15 89%
Recognition of race & culture 40% 46% 6 50%
Holding growth mindsets 55% 90% 35 95%
Having high expectations and beliefs 99% 100% 2 100%
Taking accountability for equitable instruction 93% 99% 6 100%
n = 40 n = 12 n = 5

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 65% 78% 12 80%
Trust in fellow teachers 83% 70% -13 80%
Connectedness to fellow teachers 75% 80% 5 100%
Have influence over professional learning 31% 70% 39 60%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 72% 90% 18 80%
n = 36 n = 10 n = 5

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 60% 80% 20 83%
ELA instructional shifts 55% 91% 37 96%
Fluency 55% 67% 12 68%
Text complexity 62% 90% 28 92%
Close reading 65% 73% 8 80%
Building knowledge 48% 90% 42 80%
Supporting students with unfinished learning 68% 77% 9 80%
n = 39 n = 14 n = 5

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score NA NA NA 0%
Math instructional shifts NA NA NA 0%
Equitable Math Instruction NA NA NA 0%
Supporting students with unfinished learning NA NA NA 0%
Effective Teaching Practices NA NA NA 0%
n = 0 n = 0 n = 0

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
When observing teachers, I focus on… 83% 100% 17 0%
Whether the lesson is focused on a high-quality text or task 75% 100% 25 0%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 75% 100% 25 0%
Whether all students have opportunities to engage in the work of the lesson 100% 100% 0 0%
n = 4 n = 4 n = 0

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 100% 75%
The questions and tasks address the analytical thinking required by the grade-level standards 50% 0%
All students have opportunities to engage in the work of the lesson 25% 25%

1 n = 4

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 6

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from Lafayette Parish, LA we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for Lafayette Parish, LA
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
91% 92% 71% NaN 94%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

"As always, Sarah has such a relaxed and inclusive style --
everyone feels valued and the info is always relevant."

"The time to collaborate with peers to discuss real problems
and solutions on our campuses."

"The content and learning went well. I also enjoyed being
able to collaborate with other teachers."

"It was beneficial to be in a small group of other 10th grade
ELA teachers so all of the materials were relevant to our
teaching."

"The facilitators ability to answer our questions and seek
out answers if she did have the answer."

"The flow and delivery of the information. Also, the open
discussions among participants."

"The comradery and really digging into the curriculum! AND
the awesome groundwork that was done for all of us by the
ELA Department!"

"The structure of the course was well thought out. I liked
how we viewed the assessments ourselves and then came
together to share our views."

"Stacy is a GREAT facilitator. She guides us where we need to
be and gets everyone to participate"

Comments on Improving Experience
Quotes from "What could have improved your experience?"

"Faster internet and a device that did not fizzle out when
too many people were on the Zoom....chromebook hell."

"I should have made a hard copy of the note-catcher. Moving
from one screen to the other as I worked made me addled.
This was my failure to prepare."

"The first day's session was a little long for me. I struggle
with staying engaged, especially digitally. I was trying
my best to take notes and remain active, but it might have
helped to shorten the training a bit or spread it out over
three days so the first day was not so long."

"knowing where exactly to find the lessons and units
and exactly what we are supposed to follow prior to the
class....it just wasnt clear...to many links"

"Doing this with the members of my department. That's nothing
TL could help, though."

"The first day's session was a little long for me. I struggle
with staying engaged - especially digitally. I was trying
my best to take notes and remain active - but it might have
helped to shorten the training a bit or spread it out over
three days so the first day was not so long."

"Better communication with Teaching Lab to LPSS to Teachers
ahead of time so that we could be prepared for this training
to get the most out of it."

"Maybe a next step, for those who have taught this curriculum
before. I would like to discuss with others who have worked
with it."

Additional Comments
Quotes from "Do you have additional comments?"

"It was 3 facilitators: Meredith Starks would receive the
same rating as the other 2 facilitators. They did a great
job!"

"Having the main facilitator delivering the lessons and
the second managing everything else was a really solid
structure. Keep doing that."

"The material from the guidebook is overused. Please consider
utilizing other examples! This repetition can get tedious."

"I taught GB last year, but did not have the introductory
boot camp until this one. This made all the difference.
Oddly though, the content of these sessions made more sense
because I did already have experience with GBs."

"We had a third facilitator = Zoe Rind and she was fantastic
as well. This form didn't give an option to list the 3rd
person."

"Stacy really knows her content and how to pull it apart. As
the facilitator or our breakout sessions, she made me look
at it in a very different way that will be so very helpful
this year."

"I really enjoyed this course! The facilitator did a GREAT
job of keeping the discussions going and allowing others to
participate."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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